United States History : Civil Rights Lesson Plan


Target Group: Grades 9-12**Note: This lesson plan has been taken and modified from CPALMS.org
( http://www.cpalms.org/Public/PreviewResourceUrl/Preview/59581 )

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• Analyze The Learner

Next Generation Sunshine State Standards are as follows:

1. LAFS.1112.WHST.3.7: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
2. LAFS.1112.WHST.3.9: Draw evidence from informational texts to support analysis, reflection, and research.
3. SS.912.A.7.4: Evaluate the success of 1960s era presidents' foreign and domestic policies.
4. SS.912.A.7.6: Assess key figures and organizations in shaping the Civil Rights Movement and Black Power Movement.
5. SS.912.A.7.7: Assess the building of coalitions between African Americans, whites, and other groups in achieving integration and equal rights.
6. NET-S Standard 1.C: Use models and simulations to explore complex systems and issues
7. NET-S Standard 3.B: Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.

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• State The Objective

After completion of this lesson, student will be able to:

1. Understand and demonstrate the concepts of Civil Liberties and Civil Rights
2. Understand and demonstrate knowledge of the roles played by major activists such as, Lyndon B. Johnson, Dr. Martin Luther King Jr., and Malcolm X
3. Analyze and investigate major events and well known historical figures using the internet; find useful and relevant resources with 90% accuracy.
4. Recite a multitude of vocabulary words including Civil Liberties, Civil Rights, segregation, integration, boycott, etc., with 100% accuracy.

• Levels of Bloom's Taxonomy being used in this lesson:

1. Knowledge
2. Comprehension
3. Analysis
4. Synthesis

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• Media and Materials

1. Reference materials on the 1960s, President Lyndon B. Johnson, Dr. Martin Luther King Jr., and Malcolm X
2. Digital or hard copy of The Civil Rights Act of 1964
3. Internet Access
4. List of Checkpoint Questions
5. Writing Materials
6. Projector

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• Utilization of Methods, Materials and Materials

1. Reference materials on the 1960s, President Lyndon Johnson, Martin Luther King Jr., and Malcolm X in order to gain knowledge on key events and figures during the American Civil Rights Movement.
2. Digital or hard copy of The Civil Rights Act of 1964 for students to reference laws and regulations concerning civil rights.
3. Internet access in order for students to research and analyze key components of the American Civil Rights Movement.
4. List of checkpoint questions in order to track student comprehension.
5. Writing materials for students to take notes and gather information for their personal use.
6. Projectors for students to present their group's PowerPoint on a major event or figure pertaining to the American Civil Rights Movement

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• Required Learner Participation

Monday: To begin the unit, the instructor will lead a class discussion and introduce the topic as Civil Rights. The point of this discussion is to learn what sort of prior knowledge your students have about the Civil Rights Movement in the United States. Students will receive a list of vocabulary words without the definitions. They will fill in the definitions in their own words as the unit progresses. After the class discussion, students will engage in an introductory video about Civil Rights from The History Channel website.

Tuesday: Students will engage in a lecture about The Civil Rights Movement in America. Throughout the lecture, students should be taking notes, and looking to fill in definitions on their vocabulary sheet. After the lecture, students will receive hard copies of The Civil Rights Act of 1964. Students will use these hardcopies to reference laws and regulations that people were expected to follow throughout the 1960s. Checkpoint questions will be presented to students to track retention of information from the lecture and the History Channel Video from Monday's class.

Wednesday: Students will be introduced to major figures and events pertaining to the Civil Rights Movement using a Prezi presentation. Students will be expected to outline notes based on the presentations. Students should continue to fill in their vocabulary sheets during the presentation and be ready to turn them in for grading at conclusion. At the end of the class period, students will be divided into groups for their Civil Rights presentations at the completion of this lesson.

Thursday: At the beginning of class, students are expected to turn in their checkpoint questions. Groups will be able to choose a topic from a list of people and events from the civil rights movement. Students should begin group facilitated brain-storming and research to gather information for their final presentation. If the group decides they have enough information about their topic, they may begin construction of the final product using PowerPoint.

Friday: Students will continue to research and construct their presentation using PowerPoint.

Monday: Groups will present projects to the class.

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• Evaluation and Assessment

1. I will be evaluating the student's learning through their completed vocabulary sheets. To earn a good grade, each student must provide a clear and concise definition of each term listed. This particular worksheet will be graded on a 1-10 point scale.
2. I will be grading the students checkpoint questions on completion and accuracy. This particular worksheet will be graded on 4 point scale. (4 Checkpoint questions total)
3. I will be grading the student's group PowerPoint presentations using the rubric below.

Assessment Rubric for student’s Civil Rights PowerPoint Presentations

	Exemplary (10 points)	Accomplished (8 points)	Developing (6 points)	Beginning (4 points or less)
Organization Points Earned _	Information presented in logical, interesting sequence	Information in logical sequence	Difficult to follow presentation--student jumps around	Cannot understand presentation--no sequence of information
Subject Knowledge Points Earned _	Demonstrates full knowledge by answering all class questions with explanations and elaborations	At ease with expected answers to questions but does not elaborate	Uncomfortable with information and is able to answer only rudimentary questions	Does not have a grasp of the information. Cannot answer questions about subject
Graphics Points Earned ___	Explain and reinforce screen text and presentation	Relate to text and presentation	Occasionally uses graphics that rarely support text and presentation	Uses superfluous graphics or no graphics
Research Points Earned ___	Uses a variety of sources in reaching accurate conclusions	Uses a variety of sources in reaching conclusions	Presents only evidence that supports a preconceived point of view	Does not justify conclusions with research evidence
Screen Design Points Earned _	Includes a variety of graphics, text, and animation that exhibits a sense of wholeness. Creative use of navigational tools and buttons	Includes a variety of graphics, text, and animation. Adequate navigational tools and buttons	Includes combinations of graphics and text, but buttons are difficult to navigate. Some buttons and navigational tools work	Either confusing or cluttered, barren or stark. Buttons or navigational tools are absent or confusing
Oral Presentation Elocution/Eye Contact Points Earned _	Maintains eye contact and pronounces all terms precisely. All audience members can hear	Maintains eye contact most of the time and pronounces most words correctly. Most audience members can hear presentation	Occasionally uses eye contact, mostly reading presentation, and incorrectly pronounces terms. Audience members have difficulty hearing	Reads with no eye contact and incorrectly pronounces terms. Speaks too quietly

Total Points: ___ out of 60